Programas de intervención para mejorar la convivencia escolar: una revisión sistemática

Tapullima-Mori C.; Olivas-Ugarte L.O.; Esteban R.F.C.; Zuñiga V.D.J.G. · Revista de Psicologia Clinica con Ninos y Adolescentes (2024) · DOI: 10.21134/rpcna.2024.11.1.2

Resumen

Intervention programs to improve school coexistence: a systematic review. The study of school coexistence is increasingly recurrent in recent years due to the appearance of multiple problems associated with it, the absence of evidence regarding the effect of intervention programs led to formulating as an objective the review of existing international literature on the efficiency of intervention programs to improve school coexistence. For the development of the study, the PRISMA declaration guide for systematic reviews was used, searches were carried out in five databases SCOPUS, WEB OF SCIENCE, SCIELO, REDALYC and PUBMED in December 2022 by combining keywords and descriptors. The results of the systematization found 365 articles, after applying the eligibility criteria, 27 publications were included, where 88.90% were quasi-experimental studies and the School Violence Questionnaire (CUVE) was applied as the main instrument, in the studies the aspects were analyzed. behavioral problems, bullying, behavior problems and social skills. The most used intervention programs were emotional intelligence, sports education, coexistence, multiple approach and psychoeducation. The review concluded that emotional intelligence and sports education programs are those with the greatest evidence of efficiency in improving school life; however, even with what has been described, the results are not very conclusive, and this line of research should be continued. Copyright

Instituciones: Universidad San Ignacio de Loyola; Universidad César Vallejo